Many universities (including UCD) are still holding on to the methodology of pen-and-paper examinations, typically ran in large examination halls, as this has been the status-quo of examinations for centuries. While the COVID pandemic motivated more people to trial computer-based examinations, the onset of AI-powered tools has unfortunately forced many evaluators to return to traditional examinations. Yet there is an abundance of advantages to computer-based examinations, but more institutional support is required.

The project proposed three key objectives:

1. Creation of a free version of software that helps generate unique examinations for each student;
2. Study of current limitations on the deployment of computer-based examinations, and steps forward;
3. Dissemination of results, and motivation of educators and students as to the advantages of adopting computer-based examinations.

Students were key partners in shaping the approach that the project proposes. One of the student project partners invigilated two large cohort computer-based examinations, whereas the other sat one of those examinations, thus both providing great insight into the process. I also created a large-scale study, with 71 volunteer students, consisting of several exams, with A-B testing of features, and extensive quantitative and qualitative feedback. Finally, 1000 students sat end-of-term exams based on the framework proposed, throughout the project duration, validating the proposed framework.

• A free version of software which helps create unique exam variations for each student was released for both Windows and Macintosh.
• A document with a set of recommendations for UCD Assessment was redacted.
• Support material (website, video, and documentation) was created and deployed.

Resources  

A website was created, containing information on the software developed: https://bsgenerator.org